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Elaboration (4) ACLTUC008

noticing words or expressions in Turkish that are not easy to translate into English because they carry different meanings, for example, Ellerine sağlık. Çok yaşa! Sen de gör! Geçmiş olsun!

Elaboration ACLTUC009

creating individual bilingual picture dictionaries

Elaboration (1) ACLTUC009

matching and sequencing words and pictures in English and Turkish to complete speech bubbles in digital or print versions of short conversations or picture stories

Elaboration (2) ACLTUC009

creating bilingual labels for objects used in the classroom and at home

Elaboration (3) ACLTUC009

creating illustrated lists of words and phrases in Turkish and English which are similar in sound and meaning, for example, polis, ambulans, doktor, spor, müzik, hobi

Elaboration (4) ACLTUC009

creating and performing short bilingual chants, songs and poems that move between Turkish and English

Elaboration ACLTUC010

noticing which language they are more comfortable in and choose to use in particular situations, for example, at home or on the phone with grandparents, at bayram or in the playground

identifying language or behaviours that fit well in their Turkish family or community context but not in other contexts or situations, for example, kissing hands of older people and receiving spending money during bayram

Elaboration (2) ACLTUC010

identifying gestures or body language that are used more often in Turkish than in English, for example, raising the head to indicate ‘no’, tutting to indicate shock or upset, raising the index finger to ask permission to speak in class

Elaboration (3) ACLTUC010

considering whether they feel different when using Turkish in the classroom to how they feel when using it at home

Elaboration (4) ACLTUC010

reflecting on their impressions of cultural differences when viewing images, video clips, singing songs, dancing or listening to stories from Turkish-speaking regions, responding to teacher prompts such as Neyi farkettiniz? Neden öyle düşünüyorsun? Farklılıkları …

Elaboration ACLTUC011

sharing information about their family background, such as their country or region of origin, languages spoken at home and connections with extended family overseas, for example, Ben Avustralyalıyım/Türküm. Türkçe konuşurum. Ailem İstanbul’dan geldi

Elaboration (1) ACLTUC011

creating self-profiles, using drawings and captions or photos to identify their membership of different groups and communities, for example, home, school, friendship or sporting groups

Elaboration (2) ACLTUC011

identifying words or expressions in Turkish that they particularly associate with their sense of home and ‘who they are’

Elaboration (3) ACLTUC011

designing a ‘class tree’ that reflects the linguistic and cultural diversity represented in their class

Elaboration (4) ACLTUC011

considering how they communicate with different friends and family members who speak different languages

Elaboration ACLTUU012

becoming familiar with the Turkish alphabet and writing conventions, for example, by identifying sounds and spelling of specific phonemes, such as, /ı/, /ö/, /ü/, /ç/, /ğ/, /ş/ and comparing them with English sounds

Elaboration (1) ACLTUU012

understanding that intonation patterns create different meanings, as in the distinction between questions, statements and exclamations, geliyor musun? / geliyorsun / gelsene!

Elaboration (2) ACLTUU012

differentiating between vowel and consonant sounds

Elaboration (3) ACLTUU012

experimenting with sounds in onomatopoeic words, such as those related to animal sounds, üüürüüü (horoz), miyav miyav (kedi), möö (inek), hav hav (köpek ), cik cik (kuş); comparing with the pronunciation of equivalent animal sounds in English

Curriculum Types

Curriculum Elements Types